Teaching ESL Adults Essay Example | Topics and Well Written Essays - 750 words

Teaching ESL Adults - Essay Example However, good times are not always why people seek overseas settlement (Yen, 2012). According to the United States 2010 Population Census, of the 26.4 million immigrants in the United States, almost 80% are adults (Yen, 2012). English as a Second Language (ESL), as a result, has turned into the fastest growing and developing segment in government financed adult education program. A majority of the adult ESL students do not have much education in their home country, and hence, lack proper study skills vital for academic success and accomplishment. They tend to face great financial distress, as well as family responsibilities, which oftentimes avert them from focusing on their education, as well. Educating them can be a vital challenge for both the curriculum developer and the teacher (Yen, 2012). Therefore, a proper lesson plan should be devised, which seeks to incorporate all adult ESL students in the classroom. The title of the lesson will be "Finding a Job: An Introduction to Apply ing for Entry Level Positions". The plan will incorporate 15 adult students of varying ages, origins and language proficiency who are concerned in discovering what it takes to find employment. The course will run for two-hours, twice a week for eight weeks. The three main goals of the lesson plan will include enabling to listen actively, speak so others can understand and also enable adult ESL learners to read with understanding. In Colorado state, the capability of listening and understand English incorporates goals, which mainly revolve around survival and personal safety (Fullan & Stiegelbauer, 2008). A case of a survival skill at an indispensable stage is understanding when a person asks for your name. Also, in Colorado, understanding someone can be positively influenced by education. Not being understood is annoying for a non-native English speaker. An easy goal is the ability to inquire the price of an item in the market especially a crowded one (Starr, 2013). A higher goal is the ability to hold a discussion with your child's teacher at school, or to give details about a book adequately, which a librarian can assist in locating the title. Understanding and interpreting the written English language is also vital. The skill to understand and interpret road signs or pick a meal from a menu is a recessed skill, while a high-level skill is the capacity to select suitable classes from a college course catalog (Starr, 2013). This talent permits the adult language learner to feel more contented and happy in a language, which is not his or her own. Many adult ESL learners find this the most natural place to begin their English language acquirement. Benchmark standards of the adult ESL students with regards to Colorado state standards include: All ESLs have to take state educational achievement tests in language arts, apart from ESLs who have been in the United States for less than one year. If available from the state, ESLs students can seat for these language a rts tests in their native languages so as to understand how the vocabularies are used in language. Adult ESLs students who have been in United States for three successive years should be tested in language arts/reading using an examination written in English, even though on a case-by-case basis, this phase can be prolonged up to five years. Adult ESLs students as a group should meet annual targets of Adequate Yearly Progress (AYP). States, districts, and

Modern Art - Avant-Garde, Cubism, Russian Design Essay

Modern Art - Avant-Garde, Cubism, Russian Design - Essay Example The essay "Modern Art - Avant-Garde, Cubism, Russian Design" explores movements and artists of the modern art. The researcher of the paper also analyzes Charles Jencks's opinion about avant-garde. Jencks’ theoretical considerations about art were based on his views on European and American art development. Jencks underlined that a ‘mythical’ modern man required ‘multiple coding’ in art in order to satisfy his aesthetical needs. A concept of â€Å"participatory design† implied that an architect would follow not only his tastes, but also tastes of other people, residents and participants. Jencks claimed that avant-garde potential may blossom in case its revolutionary nature would be embodied not in academies, but on a broader space. The main idea of avant-garde art is a transfer of initial idea of public interests and not only tastes of the artist. The main three stages of avant-garde art are: Cubism, Futurism or Surrealism. Cubism was known for innovations of form; Futurists and Surrealists were focused on a non-traditional reality transfer; a reflection of reality in movement. â€Å"Gardens like cities are whispering games in which the key is to pass on meaning even as it changes.† And â€Å"Design is like a conversation, if you knew the outcome it wouldn’t be worth having†¦Ã¢â‚¬ . Thus Charles Jencks was sure that avant-garde art is a perfect chance to embody hidden and unseen aspects of reality. Thus an avant-garde artist should reflect not only his ideas, but also public vision of reality of modernity.

Products Apply to SuperVisions Case Study Example | Topics and Well Written Essays - 750 words

Products Apply to SuperVisions - Case Study Example The representative description of quality by the American National Standards Institute (ANSI) and the American Society Quality Control (ASQC) in 1978 is, â€Å"the totality of features and characteristics of a product or service that bears on its ability to satisfy given needs† (Peris-Ortiz et al 86). Supervisions is a regional retail eye care center, located in the northeast, which has been experiencing some quality management issues as discussed in this paper below.   There are two main approaches in the definition of quality, fitness for use and conformance to specifications. Fitness for use relies on the fact that customer needs must be the driving force behind quality products, while conformance to specifications argues that from the perspective of manufacturing or service delivery, specifications are targets and tolerances determined by designers of products and services. Targets being the ideal values for which production is expected to strive; and tolerances are acceptable deviations from these ideal values, recognizing that it is impossible to meet the targets all the time (Mawby 54).   Conformance to specification is the key quality dimensions that apply to SuperVision’s products. For SuperVision’s, conformance includes traits like, such as right lens and frame. The feature is a second most important quality dimension observed. The feature means availability of particular features than the total number of options available to customers. This encompasses reversibility such as change of lens and frames at minimal cost rather than purchasing a new pair. This is apparent in week one because it was noted that lenses were reversed. Furthermore, with wrong lenses attached, this is a quality dimension because they can be reversed in future (McCollum 116).   Reliability is the key service quality dimension observed.

The importance of business communication Essay Example for Free

The importance of business communication Essay The importance of business communication Treat others as you want to be treated Please think before you print When you think about these two quotes you will find a lot of meanings. something happens In your life around you, about the relations and communication and how to deal with others not Just on business also in your general life, so it is too important to learn how to communicate. communication Is the process of transmlttlng Ideas, thoughts, information, opinions, and plans between various parts of an organization r sometimes to those on the outside of an organization who are interest In the business and need to know the Information. Communication is one of the most basic functions of management in any organization. Its Importance can never be over emphasized. The presence of business communication ensures that there is a sense of professionalism in the business. Good communication means your message is being sent and those receiving it clearly understand It In its entirely. Because of this, the receiver will more likely respond to It In a positive manner. When this occurs, it means the message was communicated effectively. A customer who receives poor communication from an employee will most likely have an unfavorable response to a company. The reason for this could be because the person listening does not possess a clear understanding of what the person doing the talking is actually saying. Perhaps the request is unclear. or maybe the person listening did not pay close enough attention. Human relations cannot be present without communication. Good and effective communication is required for oth personal relationships and successful business relationships. You can use business software and other popular applications for writing communications, or you can utilize the telephone and In-person methods for the spoken part. No matter how you communicate, make sure there is both talking and listening going on and that you take the time to caretully consider what is being said to you. All three forms of communication are important to a business. The written communications can serve as d record of sorts while the phone conversations can acilitate the beginning of a great business relationship. The in-person communication will also help to further promote the business principles as well as the products. Face-to-face communication is especially important between companies and their customers. This is what keeps them coming back time and time again and what can place the business In the forefront of many situations that are perfect for acquiring and maintaining customers Effective cornrnunlcatlon In business helps better understand d person or situation, nables us to resolve important differences, and builds trust and respect.

Incentives in Human Subject Research

Incentives in Human Subject Research Reka Zsilinszka The use of incentives permeates throughout all aspects of medicine; from bonuses for holiday or overnight shifts, to loan forgiveness programs for physicians practicing in underserved areas, incentives serve an important role in promoting patient care. In the vast majority of situations, the use of incentives in medicine is an unproblematic and elegant solution to issues with staffing or access to care. However, when employed in human subjects research (HSR), the use of incentives is often uncharted territory[REM1]. There are limited formal guidelines that delineate the correct application of incentives and compensation in research, and the issue remains largely unresolved. Thus, the ethics [REM2]of compensation often boils down to the specific type of patient population under study. In this paper, I will discuss the differences between vulnerable and non-vulnerable patient populations, and expound on the use of incentives in each of these populations in the context of modern medical ethical codes. Definitions As stated previously, the use of incentives in most aspects of medicine is rarely considered unethical. It is only when incentives – monetary or otherwise – are used as undue [REM3]influence in order to promote participation in a study that the use of incentives can cross an ethical boundary. Oxford English Dictionary defines undue influence as â€Å"influence by which a person is induced to act otherwise than by their own free will or without adequate attention to the consequences.†[1] Therefore, one of the most important concepts in a discussion about the ethics of incentives in human subjects research is that of a vulnerable subject, because it is this population of patients that is most sensitive to the â€Å"undue influence† of incentives. We learned in Dr. Looney’s lecture â€Å"Research with Vulnerable Subjects† that there are several categories that define this population. In general, a vulnerable subject would be anyone that has limi tations on either their mental capacity or their voluntariness to participate in research; it is this latter definition that is most sensitive to undue influence. Thus, some examples of vulnerable subjects include people in emergency situations, children/infants/embryo, the mentally ill, people of a low socioeconomic or educational status, people with terminal illness, and people in hierarchical organizations where there are power differentials. While this list is by no means exhaustive, it gives an important sampling of patients that are often recruited by researchers, and who might be especially susceptible to undue influence by means of compensation in order to participate in a study[REM4]. Ethical Codes In order to properly discuss the ethics of incentives in HSR, it is imperative to also determine a set of ethical codes by which the issue of incentives can be judged. One of the most well known frameworks for medical ethics was the Belmont Report, drafted in 1979.[2] While there exist many other criteria for ethical research, such as the 7 Requirements posed by Emanuel et al[3], the Belmont Report is still considered to be one of the most widely known and widely cited works of ethical research involving human subjects. In the Report, there are three key ethical principles pertaining to human research: those of beneficence, respect for persons, and justice. Briefly, beneficence is the ethical duty to provide some sort of benefit to research subjects; in other words, this concept implies that the research in question minimizes risks and maximizes potential benefits to participants. Next, respect for persons is closely related to the principle of autonomy, and implies the right of the subject to be left alone[REM5]. Thus, the principle of ‘respect for persons’ is crucial when considering the voluntariness of an individual to consent to or refrain from participating in a study. Lastly, the principle of justice refers to the right of the individual and populations to be selected fairly for research, allowing all populations equal access to the benefits of research as well as ensuring that vulnerable populations are not being unfairly targeted. In presenting arguments about the ethics of human subjects research, we will therefore use the 3 main ethical principles of the Belmont Report to examine incentives for both vulnerable and non-vulnerable populations. Incentives in Non-Vulnerable Populations With respect to incentives in a hypothetical non-vulnerable population, we will examine whether there are any conflicts with the aforementioned ethical codes. Of course, the definition of a non-vulnerable population is a subjective one, as most human interactions have some level of a power differential between the participants; thus there are very few situations in research where a subject is completely non-vulnerable and not subject to some form of a power dichotomy[REM6] When considering the principle of beneficience, there is little violation of this code with regards to incentives in human subjects research, if the research has been deemed to have a reasonable risk: benefit ratio. With a non-vulnerable and competent consenting subject participating in research that has been IRB-approved and appropriate, there is no real ethical quandary between incentives and beneficience[REM7]. Next, we consider respect for persons, or autonomy. In a population where power-differentials have been minimized, the patients should have no effect on their free will to choose whether or not to participate in a study[REM8]. Thus, a fair and appropriate incentive would not make them go against their own best judgment to participate in the study, since this latter point would be considered a form of coercion or undue influence. For example, I propose this hypothetical situation: if there were a study that required a number of blood draws and the incentives in this case were monetary, then targeting a population that is financially stable would likely not significantly affect their autonomy; they should be able to weigh the risk and benefits and decide to participate based purely on their own best judgment. However, this situation might be very different when primarily targeting a low income population, where the subjects might have major qualms about needles or getting their blood d rawn, but would feel forced[REM9] to agree to participate due to their need for financial resources. Finally, we consider the juxtaposition of the ethical principle of justice and incentives in non-vulnerable populations. Once again, as with the beneficience, there are really no ethical quandaries in this situation, as there should be fair and equal subject selection with no large variations in access too research. It is only when dealing with vulnerable or â€Å"difficult to reach† populations (i.e., underserved minorities, prisoners, children, people of low socioeconomic status) that there might be issues with the concepts of justice and compensation. Thus, it is clear that when considering non-vulnerable populations, there are no real issues with using incentives to promote participation in approved human subjects research[REM10]. The real ethical quandaries arise when there are major differences in power, status, or ability to make autonomous decisions. Incentives in Vulnerable Populations We will now revisit our familiar ethical codes and discuss them in a different light, focusing on vulnerable populations and using specific historical examples when applicable. In the case of beneficience, it is mostly the job of the research team and governing boards to minimize risk and maximize benefit; thus the use of incentives does not really enter into play here. The only situation in which incentives might alter the researcher’s concept of beneficience, is if, for example, there was a study with a high risk and variable benefit, but the compensation was also comparably large; in this situation, the research team could therefore argue that it is up to the participants to decide the level of risk they are willing to take in exchange for a gain[REM11]. Respect for persons goes hand in hand with autonomy and voluntariness, and it is possibly the most difficult ethical principle to reconcile with incentives in vulnerable populations. In class, there are a few scenarios where incentives to vulnerable populations have resulted in abuse of certain research participants. For example, there was the instance of the US Public Health Service Guatemala STD study, where prisoners (a vulnerable population) were incentivized with prostitutes to participate in a study assessing syphilis and gonorrhea transmission; while this study also had major problems with the informed consent process, it also brings to light the issue that in certain populations such as prisoners, almost all incentives (sexual favors, better rooms, etc) can be considered undue influence because of the significant power between[REM12] the incarcerated participants and researchers. There is another famous example of the Willowbrook School, where parents were encouraged to enrol l their mentally retarded children into a hepatitis research project in exchange for admission into a highly competitive residential facility for the children. In this case, the vulnerable populations were both the children who were often too young and mentally incompetent to make autonomous decisions, and the desperate parents who were subject to the undue influence of admission to the facility to make a decision that might have gone against their better judgment. On the other hand, it is important to remember that, for some research participants, the various incentives gained from research are an invaluable source of income and other benefits. A fellow third year medical student is currently conducting HIV- research in the Dominican Republic, and her population of interest is sex workers; for these workers, the only way to incentivize them to participate in this research is to reimburse them for their time, and it is also an opportunity to provide valuable antiretroviral medication and education[REM13]. Additionally, there is a lot of important medical and epidemiological knowledge to be gained from HSR, which often justifies the use of incentives to boost enrollment in studies, even in vulnerable populations. Thus, in these various situations, it is crucial for the researcher to respect and understand the values and beliefs of the populations they are enrolling and studying. The research team must be sensitive and aware that some incentives may be simply too good to refuse for certain vulnerable populations, and that these people might be acting against their better judgment to participate in research. This sensitivity may require the team to abstain from offering lucrative and tempting offers to vulnerable participants in high-risk and low-reward research settings, even though the enrollment potential of the study may be therefore limited[REM14]. The last principle left to discuss in the context of vulnerable populations is that of justice, especially in the context of fairness in the subject selection. In this case, the populations that are most likely to be affected are either the poor sector, or ethnic minorities. This is due to the fact that people of a low socioeconomic status are sometimes more likely to be targeted and exploited for research participations, due to a potentially lower cost of incentives for certain studies. The converse can also be true when testing out advanced medical innovations where people who are of a lower socioeconomic status or have less access to medical care might not initially be recruited to the benefits of such a study. Another interesting issue that has arisen due to the US history of mistreatment of certain minorities (most notably African-Americans in the Tuskegee syphilis experiments) is that there is a certain level of mistrust among minority populations towards human subjects researc h.[4] However, in order to adhere to the principle of justice, there must be fairness in subject selections as well as equal access to the benefits of research. Due to misdeeds of the past, these seeds of mistrust can prevent certain groups from participating in research, and one of the easier solutions is to offer greater compensation in order to elicit participation. This practice is not fair, since some subjects are receiving greater compensation in order to convince them to participate in studies, and this can blur the ethical lines of both respect for persons as well as justice. This is a yet unresolved issue; on the one hand, we need subjects of different races and ethnicities to participate, but it is not fair to compensate certain subjects differently as compared to others. The greater issue here is to heal the rift and historical mistrust that has developed over years of mistreatment of certain populations, and to treat all participants with maximal respect when enrolling f or studies[REM15]. In conclusion, there are no easy answers when it comes to determining the ethics of incentives. The most important point to consider is that each individual has different sets of values, beliefs, and backgrounds, and it is up to the research team to be diligent about informed consent, autonomy, and education. If researchers are sensitive to the financial, socioeconomic, and various hierarchical power differentials that they may encounter in the process of enrolling patients in studies, then there can be a more open and honest discussion with the participants about the risks and benefits of participating in research, even when there are incentives offered. In this way, we can make sure that our patients are not being coerced into participating in HSR, but are able to contribute to society in a meaningful way that does not conflict with their inner ideals[REM16]. [1] Concise Oxford English Dictionary.Concise Oxford English Dictionary. Ed. Angus Stevenson and Maurice Vaite. N.p.: Oxford UP, 2011. 1575.Google Books. Web. 16 Apr. 2015. [2] The National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research.The Belmont Report: Ethical Principles and Guidelines for the Protection of Human Subjects of Research. Rep. N.p.: n.p., 1979.US Department of Health and Human Services. Web. 17 Apr. 2015 [3] Emanuel, E. J., D. Wendler, and C. Grady. What Makes Clinical Research Ethical?JAMA283.20 (2000): 2701-711.JAMA Network. Web. 17 Apr. 2015. [4] Grant, R. W., and J. Sugarman. Ethics in Human Subjects Research: Do Incentives Matter?Journal of Medicine and Philosophy26.9 (2004): 717-38. Web. [REM1]I’m not sure it’s uncharted. There’s been lots of discussion, but there isn’t a clear consensus. So perhaps â€Å"uncertain territory† fits better. [REM2]It’s fussy, but it’s not the ethics (those are more constant), but rather the issues related to compensation that often boil down to the patient population. [REM3]Critical – what makes it â€Å"undue† – let’s see†¦ [REM4]I hope you pick up that in many cases the influencing factors in cases of vulnerable subjects are meant to induce the signatory agent, who may not be the research subject. Separate influencing the subject and influencing the decision maker. [REM5]Much more than that – it’s the right of the individual to control their own life, to make the decisions that matter to how their life will proceed. [REM6]Maybe â€Å"hierarchy† would be better. â€Å"Dichotomy† implies a binary split – it’s correct, but less flexible. [REM7]This notion seems abstractly reasonable, but might there be some dispute as what represents the best interest of the patient/subject? Does trying to sway someone from one beneficial study to another constitute influencing, perhaps undue? [REM8]I think you could state this more clearly. [REM9]Forced? Or desirous of participating in order to achieve the financial gains? [REM10]Hmm – how would you feel if I offered you $15,000 to participate in research? I don’t consider you vulnerable, but would this make you willing to accept risks that you otherwise might not? [REM11]A classic is bribing parents to â€Å"buy† child research subjects. Diapers work well†¦. The worry is that even with beneficent research, there may be choices, and the vulnerable subject may not be able to navigate the choices well. Beneficence in-and-of-itself is not sufficient to decrease the worry related to undue influence. [REM12]Power differential between [REM13]That’s a great case! You can see the potential of the incentives for good but for those who think the decision to participate in research should be independent of anything other than the intrinsic value of the research, it’s undue inducement (a point with which I do not agree) [REM14]You’ve made a decision that’s different than the purists I described in the last comment would favor. [REM15]Demonstrating that truly achieving justice can be a complicated matter. [REM16]Conceptually, you were on the right track, but your discussion isn’t very nuanced.

Cause Effect Essay - Consequences of Too Many Cats -- Expository Cause

Cause Effect Essay - Consequences of Too Many Cats We have five cats that live in our house. This was not our original plan, but it turned out that way. My family got two tortoiseshell-colored kittens, Kit-Fat and Minkie when I was nine and my sister was seven. Two years later, we were preparing to move to the country, and our pastor's daughter had three kittens to give away. Our pastor convinced us that we needed cats outside in the country. At that age, Risa and I were greatly in love with kittens. Subsequently, three tabby kittens named Duff, Muff, and Buff came to live with us. But alas, our move was delayed and these adorable fluff balls lived inside for the next six weeks. When we finally moved, the whole family was too attached to these kittens to out them outside and subject them to the dangerous world. Therefore, we became a household with five cats. To this day, we are still reaping the consequences of that choice. Occasionally, there is an article in the newspaper about a house where the people have many cats and do not care for them. The cats are allowed to take over the home and a severe mess results. This is obviously the extreme result of having too many inside cats. However, even in households where the cats are well taken care of, problems can result from a profusion of inside cats. The biggest problem with a multiple cat household is the interaction between the various cats. Many problems stem from this interaction. Cats can be very territorial creatures. In a multi-cat situation, there is also a pecking order and a dominant cat. We have four females and only one male, so our male naturally became the dominant cat. This caused a problem because before Duff came, our oldest female was dominant. Du... ...l, we love our cats, and they are an important part of our daily family life. There have been times alone the way that we have been tempted to get rid of them, but we knew that we could never do it. This is due to the positive effects that our cats have upon our home. Cats can be very affectionate and loving creatures. They constantly provide us with amusement as each one has his own personality. With several cats, each family member has a favorite or favorites, and everyone has a cat friend. Cats provide happiness, despite all the work required to care for them and manage them. Nevertheless, I still would not recommend that anyone have more than one or two cats in a house. Too many cats in one house causes too many problems and negative effects. We made a mistake, but we have dealt with the circumstances, and through it all have learned many important lessons.

Ionic

Define and describe ionic and covalent bonds. An ionic bond is a type of chemical bond formed through an electrostatic attraction between two oppositely charged ions. A covalent bond is the chemical bond that involves the sharing of pairs of electrons between atoms. A compound is made when two or more atoms form a chemical bond, linking them together. The two types of bonds are ionic bonds and covalent bonds. In an ionic bond, the atoms are bound together by the attraction between oppositely charged ions. If the electron is shared equally between the atoms forming a covalent bond, then the bond is said to be nonpolar.An electron is more attracted to one atom than to another which forming a polar covalent bond. Ionic bonds are formed between a cation and an anion. Pure ionic bonding cannot exist: all ionic compounds have some degree of covalent bonding. An ionic bond is considered a bond where the ionic character is greater than the covalent character. The larger the difference in ele ctronegativity between the two atoms involved in the bond, the more ionic the bond is. Bonds with partially ionic and partially covalent character are called polar covalent bonds. Ionic bonding is a form of no covalent bonding.Ionic compounds conduct electricity when molten or in solution, but not as a solid. They generally have a high melting point and tend to be soluble in water. The stable balance of attractive and repulsive forces between atoms when they share electrons is known as covalent bonding. For many molecules, the sharing of electrons allows each atom to attain the equivalent of a full outer shell, corresponding to a stable electronic configuration. Covalent bonding includes many kinds of interaction, including ? -bonding, ? -bonding, metal-to-metal bonding, agnostic interactions, and three-center two-electron bonds.The term covalent bond dates from 1939. The prefix co- means jointly, associated in action, partnered to a lesser degree in essence, means that the atoms sh are valence. Molecule H2, the hydrogen atoms share the two electrons via covalent bonding. Covalency is greatest between atoms of similar electronegativity. Covalent bonding does not necessarily require the two atoms be of the same elements, only that they are of comparable electronegativity. Although covalent bonding entails sharing of electrons, it is not necessarily delocalized.